Embedded Files
Learning Intention: Students are learning how authors use illustrations to enhance meaning in texts.
Learning Intention: Students are learning how authors use illustrations to enhance meaning in texts.
Success Criteria:
Success Criteria:
Students can:
Students can:
use visual cues to interpret meaning in a text
use visual cues to interpret meaning in a text
use regular and irregular past tense verbs when speaking
use regular and irregular past tense verbs when speaking
use visual prompts to describe objects, characters and places
use visual prompts to describe objects, characters and places
write a simple sentence using subject-verb-object structure
write a simple sentence using subject-verb-object structure
use prepositional phrases.
use prepositional phrases.
Revise the narrative structure of Wave.
Revise the narrative structure of Wave.
At the beginning of the story the girl is positioned away from the waves, in the middle the wave crashes over her, and at the end of the story the girl plays in a shallow wave before going home.
At the beginning of the story the girl is positioned away from the waves, in the middle the wave crashes over her, and at the end of the story the girl plays in a shallow wave before going home.
Reflect on how the story ‘problem’ was resolved and highlight how the author has used colour to convey meaning.
Reflect on how the story ‘problem’ was resolved and highlight how the author has used colour to convey meaning.
On the page as the wave reached the girl, the author spread the colour blue into the sky and on the girl’s dress. This shows that the girl now has a positive relationship with the beach and the waves.
On the page as the wave reached the girl, the author spread the colour blue into the sky and on the girl’s dress. This shows that the girl now has a positive relationship with the beach and the waves.
Explain: You will create an artwork of how you think you would feel if you were at this beach with the seagulls and waves.
Explain: You will create an artwork of how you think you would feel if you were at this beach with the seagulls and waves.
Activity: close your eyes and visualise yourself on the beach.
Activity: close your eyes and visualise yourself on the beach.
Prompt students to imagine what it would look like (body language, facial expressions), feel like and sound like.
Prompt students to imagine what it would look like (body language, facial expressions), feel like and sound like.
THINK-PAIR-SHARE: students describe the shape, size and position of the wave that they will create and to think about how they will place themselves in the artwork.
THINK-PAIR-SHARE: students describe the shape, size and position of the wave that they will create and to think about how they will place themselves in the artwork.
For example, what they will be doing and how they are feeling.
For example, what they will be doing and how they are feeling.
Provide students with art and craft materials, such as art paper, blue paint and black markers. Students create an artwork of their wave and themselves. Explain that, like the author Suzy Lee, students will use colour, size, shape and position to show the relationship between the wave, the seagulls and themselves, and add detail to the image to show how they are feeling.
Provide students with art and craft materials, such as art paper, blue paint and black markers. Students create an artwork of their wave and themselves. Explain that, like the author Suzy Lee, students will use colour, size, shape and position to show the relationship between the wave, the seagulls and themselves, and add detail to the image to show how they are feeling.
Verbs are words that tell the reader what is happening, or what has happened. Explicitly teach that verbs can describe actions and feelings.
Verbs are words that tell the reader what is happening, or what has happened. Explicitly teach that verbs can describe actions and feelings.
Draw, Talk, Write, Share
Draw, Talk, Write, Share
Select an artwork to model writing a simple sentence using subject (who), verb (what) and prepositional phrase (where) to describe the image.
Select an artwork to model writing a simple sentence using subject (who), verb (what) and prepositional phrase (where) to describe the image.
The giant wave crashed against the rocks near the shore, but I was not scared.
The giant wave crashed against the rocks near the shore, but I was not scared.
Students write a sentence describing their own artwork using personal and displayed vocabulary to support construction.
Students write a sentence describing their own artwork using personal and displayed vocabulary to support construction.
Too hard? Students use their artwork to give an oral sentence describing who, what and where. Scribe sentences for students.
Too hard? Students use their artwork to give an oral sentence describing who, what and where. Scribe sentences for students.
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